Chapter Summary: The Shame of the Nation The Ordering Regime
Chapter Summary
Kozol examines the required lesson plans and classroom management techniques in urban school systems. He discusses differing learning styles, organization systems, and the incorporation of state guidelines. Kozol also reflects on the different levels in which students are placed and how those placements affect the students. He also argues for a better teacher student system in more underprivileged schools so that better teachers are teaching more troubled students.
1. What is the significance of the chapter's title?
The significance of the chapter title relates to ideas discussed in the chapter. Kozol explains that teachers are encouraged to use promotional tactics to get ahead. Thus, forgetting educational values. The children are being separated into groups based on their skill level. Instead of spending time and resources educating the children, they are organizing them based on previously recorded test results. On page 77, Kozol tells, "Teachers also tell me that these numbering and naming rituals are forcing them to sacrifice a huge proprtion of their time to what are basically promotional, not education, activities."
2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
"Improvement plans","Elementary Standard 37-A","stentorian determination","Taylorism","Primitive Utilitarianism","B.F Skinner","SFA","Authentic Writing","Accountable Talk","Zero Noise","Meaningful sentences",Principles of Learning","Word Mastering","Totalitarian effectiveness","Managerial Proficiency"
3. What questions does this chapter lead you to ask about public schools in Rhode Island?
Do Rhode Island schools use this "tactic"? Is this method of teaching only used in urban schools, or is it more widespread? Is this method effective? What standards qualify students to be placed in different levels? How much say does a teacher have in their own classroom?
4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
Are the strategies that Kozol discusses used nationwide or is it specific to a certain state? How do standardize tests differ from state to state? Are these new methods helping students learn?
5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
Do you feel as if your classroom is a military camp where the students are ranked based on skill? How would you change the system, if you could, to make it more effective?
6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?
How does being labeled make you feel? Do you think you belong in the category in which you are placed?
The Ordering Regime
Chapter Summary
Kozol examines the required lesson plans and classroom management techniques in urban school systems. He discusses differing learning styles, organization systems, and the incorporation of state guidelines. Kozol also reflects on the different levels in which students are placed and how those placements affect the students. He also argues for a better teacher student system in more underprivileged schools so that better teachers are teaching more troubled students.1. What is the significance of the chapter's title?
The significance of the chapter title relates to ideas discussed in the chapter. Kozol explains that teachers are encouraged to use promotional tactics to get ahead. Thus, forgetting educational values. The children are being separated into groups based on their skill level. Instead of spending time and resources educating the children, they are organizing them based on previously recorded test results. On page 77, Kozol tells, "Teachers also tell me that these numbering and naming rituals are forcing them to sacrifice a huge proprtion of their time to what are basically promotional, not education, activities."2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
"Improvement plans","Elementary Standard 37-A","stentorian determination","Taylorism","Primitive Utilitarianism","B.F Skinner","SFA","Authentic Writing","Accountable Talk","Zero Noise","Meaningful sentences",Principles of Learning","Word Mastering","Totalitarian effectiveness","Managerial Proficiency"3. What questions does this chapter lead you to ask about public schools in Rhode Island?
Do Rhode Island schools use this "tactic"? Is this method of teaching only used in urban schools, or is it more widespread? Is this method effective? What standards qualify students to be placed in different levels? How much say does a teacher have in their own classroom?4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
Are the strategies that Kozol discusses used nationwide or is it specific to a certain state? How do standardize tests differ from state to state? Are these new methods helping students learn?5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
Do you feel as if your classroom is a military camp where the students are ranked based on skill? How would you change the system, if you could, to make it more effective?6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?
How does being labeled make you feel? Do you think you belong in the category in which you are placed?